Here are a few useful documents and links to do with Assessment:
AsTTle Writing Rubrics – Tips on Scoring üGet a handle on the WHOLE RUBRIC (see what is being scored where) üRead the child’s whole text. Consider options for invented spellings-focus on context and meaning. üKnow what the child is saying before you begin to score. üThink FUNCTION (What is the purpose here?) üThink TASK (What has this child been asked to do?) üRead CHARACTERISTICS carefully in the light of the child’s response. üSelect the characteristic at the LEVEL 2/3/4 that best suits this sample.
This is your working hypothesis! Check the sample carefully for evidence to support your judgement. For example, if the characteristic is about sentences, isolate sentences for examination. Check, which sentences are simple and which are complex (appropriate to the task). Is there evidence to support your working hypothesis? Look for disconfirming evidence. Re-check your Level 2/3/4 judgement.
Selecting B P A within a level The inclusions on the scoring rubrics are common characteristics for children at the levels. For example a skilled argument writer will limit his/her statements to those that are relevant but a seven-year-old child who is learning to argue will often include tangential information. This does not mean that they “lack” ability to argue but that they are learning to control that function of writing.
The criteria are relevant to the LEVEL of the curriculum. We would expect to see the embryonic form of argument in early curriculum levels and have written the criteria accordingly. Basic (criteria at this level/category) Showing signs of these elements. Elements are evident in embryonic form. Proficient (at this level/category) there is evidence that the child is controlling the criteria elements. Advanced (at this level/category) Child is consistently meeting the criteria at this level. Little disconfirming evidence is found. Tick the box that BEST FITS
Seductive details In each question- Think task: A child may have written well and at length but did not answer the question and has not achieved the purpose as outlined in the task.
• May have lots of content but it is incidental rather than central to the argument.
• Interference from surface features (e.g. spelling, handwriting, punctuation).
• Knowing the writer or making inferences about the writer from information given.
• Distraction by interesting language use that does not contribute to the task.
AsTTle Writing Scoring Rubrics
These PDF documents include the examples and explanatory material
Here are a few useful documents and links to do with Assessment:
AsTTle Writing Rubrics – Tips on Scoring
ü Get a handle on the WHOLE RUBRIC (see what is being scored where)
ü Read the child’s whole text. Consider options for invented spellings-focus on context and meaning.
ü Know what the child is saying before you begin to score.
ü Think FUNCTION (What is the purpose here?)
ü Think TASK (What has this child been asked to do?)
ü Read CHARACTERISTICS carefully in the light of the child’s response.
ü Select the characteristic at the LEVEL 2/3/4 that best suits this sample.
This is your working hypothesis! Check the sample carefully for evidence to support your judgement. For example, if the characteristic is about sentences, isolate sentences for examination. Check, which sentences are simple and which are complex (appropriate to the task). Is there evidence to support your working hypothesis? Look for disconfirming evidence. Re-check your Level 2/3/4 judgement.
Selecting B P A within a level
The inclusions on the scoring rubrics are common characteristics for children at the levels. For example a skilled argument writer will limit his/her statements to those that are relevant but a seven-year-old child who is learning to argue will often include tangential information. This does not mean that they “lack” ability to argue but that they are learning to control that function of writing.
The criteria are relevant to the LEVEL of the curriculum. We would expect to see the embryonic form of argument in early curriculum levels and have written the criteria accordingly.
Basic (criteria at this level/category) Showing signs of these elements. Elements are evident in embryonic form.
Proficient (at this level/category) there is evidence that the child is controlling the criteria elements.
Advanced (at this level/category) Child is consistently meeting the criteria at this level. Little disconfirming evidence is found.
Tick the box that BEST FITS
Seductive details
In each question- Think task: A child may have written well and at length but did not answer the question and has not achieved the purpose as outlined in the task.
• May have lots of content but it is incidental rather than central to the argument.
• Interference from surface features (e.g. spelling, handwriting, punctuation).
• Knowing the writer or making inferences about the writer from information given.
• Distraction by interesting language use that does not contribute to the task.
AsTTle Writing Scoring Rubrics
These PDF documents include the examples and explanatory materialAsTTle Exemplars
These are the latest downloads from E-AsTTle